Steps to Respect: Staff Training

1. Steps to Respect:Staff Training • The Steps to Respect program works on a school wide level. • Administrations reviewing their anti-bullying policies & procedures. • Staff training: Identifying and Dealing with bulling. • bus drivers, student life educators, and teachers • Classroom Lessons: Coaching & Training Students

2. To This Day • http://www.youtube.com/watch?v=ltun92DfnPY

3. Effects of Bullying on Children Children who are bullied: • Tend to experience more: • Rejection from other peers • Lower self-esteem • Feel lonely, anxious, insecure • Skip school, dislike school • http://www.youtube.com/watch?v=5Oh6oj4XTEE

4. Children who bully: • Grow up and tend to deal with more: • Crimes • Driving offenses • Court convictions • Alcoholism • Antisocial personality disorders • Mental health services • Spousal abuse

5. Goals of the Steps To Respect All-Staff Training So you have the skills to: Prevent bullying Recognize bullying Support children involved in bullying Intervene safely and effectively

6. Far too many behaviors are being called bullying. BULLYING!

7. An old checklist: Is it really bullying? • Power Imbalance • Repetition

8. New Criteria • Intention • Repetition • Power Imbalance • Impact

9. Mandatory: Meet All Criteria • Intentional √ • Repetitive √ • Power imbalance √ • Impactful √ BULLYING

10. Scope of the Problem • Bullying happens once every 7 minutes. • 10 to 20 percent of school-age children are chronic targets of bullying. • The average bullying episode lasts 38 minutes. • Teachers noticed and intervened in only 1 out of 25 episodes. • Most bullying episodes occur on the playground. However, more subtle forms of bullying happen in the classroom as well.

11. Bullying Behaviors • Physically hurting or threatening to hurt someone • Shakedowns for money or things • Keeping someone from getting a drink • Showing someone up against a wall • Taking someone’s homework and refusing to give it back

12. Bullying Behaviors • Social exclusion • Saving seats on the bus and how letting someone sit down • Whispering a secret in front of someone but not letting that person know the secret • Inviting other students to a party, while making sure that the one not invited knows it • Insults • Sending around nasty notes • Saying things about the other person in front of peers

13. Bullying Behaviors • Name-calling • Making up names for someone • Mean gossips and rumors • Passing a note saying that someone is a gang member • Saying that someone has head lice • Sexual bullying • Pulling a bra strap • Grabbing at private body parts • Showing pictures • Drawing pictures

14. Identifying Bullying Behaviors • A bigger student keeps pushing a smaller student down on purpose. • Best friends Molly and Amara fight about whose turn it is during a checkers game. • Some students take Kenny’s jacket and play keep-away with it on bus. Kenny tells them to stop, but they don’t listen. • Three students always fun of Ben’s hair. This makes him cry. • Teri and Jake yell at each other about cheating during a handball game. • Jared and Mike wrestle a lot. One day, Jared’s arm gets hurt.

15. Three R’s of Bullying

16. 3 Rs • Report • As a witness or victim • Immediate report • Maintain good documentation and follow through • Identify all incidents • Recognize • Gain understanding & awareness • Steps to make it stop • Refuse • DO NOT • Laugh at someone who is being teased • Participate • Allow students to be singled out • Stand by and do nothing • Be a bully bystander

17. Reporting Bullying Educate the students that telling (reporting) that he/she or a friend is being bullied and/or cyberbullied to an adult is okay.They eventually learn that it is okay to report bullying/cyberbullying to an adult anytime. Not only to tell about bullying and/or cyberbullying, they also learn to report bullying to an adult immediately if: • They or someone else are in danger. • Someone is touching or showing private body parts. • Refusing doesn’t work.

18.  Tattling vs. Reporting (Telling) Tattling is when a student tries to get someone into trouble. Reporting (Telling) is when a student tries to keep someone safe. • Tell someone. Tell your teacher. Tell your staff. Tell your parents. Tell a friend. Tell the principal or your counselor.  • If the person you told can not help you or does do anything, find someone else!  Never keep being bullied a secret! • Your school has ways for you to report bullying. • Your parents can report bullying for you.  Ask them to talk your school principal, counselor or teacher.

19. Procedures • Employee supervising student at time of incident/accident immediately completes the Student Behavior/Accident Report form electronically. Only complete the first part of the report (above the bold black line) • The report should be saved as Year-Month-Day StudentLastNamethenFirst Initial: • 2011-02-28 DoeJ • Make sure that you have the shortcut to the Drop Box on your desktop. If you do not have this, please contact an IT person for assistance. Remember that you will not be able to open the drop box or retrieve your report after it is dropped in the box. Make sure that you edit your report and that it is complete prior to dropping the report in the box. • Drag your report to the drop box. Do not attempt to open the Drop Box as it will not work. Only specified administrators and staff members are able to open the Drop Box. • Send a notification email to one of the following Outlook distribution lists. In the email, please write, “There is a new report for (insert name of student) in the drop box.” Do not use the word “INCIDENT” or “IR.” • Instruction Reports Team (for reports related to school hours). • Student Life Reports Team (for transportation or reports related to post-school hours). • Athletics Reports Team (for athletics reports). • If it is an emergency, make sure you enlist the help of a principal, behavior specialist, counselor or other staff as quickly as possible.

20. The student’s Primary Contact Teacher or SLE should contact parents as soon as possible. • Note: Depending on the severity of the situation, the student life administrator or principal(s) may elect to contact parents themselves. Please check with your administrator if you are unsure. • The Instruction and Student Life departments will follow departmental procedures for completion of reports. This will result in the filing of the behavior logs and reports in appropriate folders after administrators (The Principals or Student Life Director) have had the chance to review the files. • For incident, accident and bullying reports, the Principal/Student Life Director finalizes, prints out and sends final hard copy with signatures to the student’s file (with other student names deleted)

21. Reporting Form • If a CYFD report is needed, do not use this form! Fill out the appropriate CYFD reporting form. Date:       Time:       Location:       • Students Involved: • Student 1:       Student 2:       Student 3:       Student 4:       • Student 5:       Student 6:       Student 7:       Student 8:       • Employee completing this report:       • Staff Involved:                         • Description of Incident/Accident (use Student # above to identify students in your statement):

22. Action taken (for bullying reports – use Appendix A):   • Type of violation: (for Incident Reports only) • Attendance /Punctuality/Supervision • Appropriate Learning Environment • Bullying and Harassment • Controlled Substances (Drugs, Alcohol & Tobacco) • Protection of Property • Protection of Physical Safety & Mental Well-Being • Weapons and Explosives • Other:      

23. Parent Contact (Identify whose parents were contacted and complete contact documentation): • Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 • Police Report (as appropriate): • Date completed:       Case Number:       Officer’s Name:       Comments:       • Employee Name (printed):       • Employee Signature: _____________________________________ Date: _____________ • Principal/Supervisor Name (printed):       • Principal/Supervisor Signature: _____________________________ Date: ________

24. Appendix A – Bullying Investigation Report Form  • Investigator(s): • Interviews (must be conducted separately) • Interviewed Aggressor Name:       Date:       • Interviewed Target Name:       Date:       • Interviewed Witness #1 Name:       Date:       • Interviewed Witness #2 Name:       Date:       • Interviewed Witness #3 Name:       Date:       • Any prior documented incidents by the aggressor? • If yes, have incidents involved target or a target group previously? • Any previous findings of Bullying or Retaliation? • Summary of Investigation (attach diagrams if needed): • _________________________________________________________________

25. Conclusions • Findings of bullying or retaliation? • YESNO • Bullying Incident documented as: • Retaliation • Contacts: Contact BOTH Target and Aggressor’s parents/guardians. • (Use parent contact documentation and police report documentation sections as appropriate) • Action Taken:       • Describe Safety Planning:       • Follow-up with Target scheduled for:       • Follow-up with Aggressor scheduled for:       • Date of Completion (Investigation, conclusion, and follow-up):      

26. Parent Contact Documentation Student Name:       • Dates of Contact Attempts:       • Date/Time of Actual Contact:       • Person Contacted:       • Summary of Conversation:       • Employee/Supervisor Name (printed):       • Employee/Supervisor Signature: ________________________ Date:__________________

27. Handling Bullying Reports The four-A response process • Affirm: affirm the child’s feelings • Ask: ask questions • Assess: assess the child’s safety • Act: coach the child or refer the child for coaching. Tell the child what will happen next

28. Model Role-Play Student role: Doreen is a fifth-grade student in Mr. O’Shannon’s class. She is short and over-weight. In the past, students have teased her about being shaped like a ball. This year, students tease Doreen at lunchtime about how much she eats, and they tell the other kids to “watch her eat like a pig.” Today at lunch, Mark and Nola encouraged a few students to pile all their food on Doreen’s tray and make oinking noises. Doreen got up and walked out of the cafeteria. She plans to report the bullying to the first staff person she sees, but she is concerned that the students will continue to bully her anyway.

29. Student Role:You are David, a fourth-grader. You are talking to Susannah near the climbing bars when Darien walks by. Darien says loudly, “Did you know that Susannah has lice?” Susannah tells him to stop saying that, but Darien turns to you and says, “Why are you talking to her? She’s the stupidest girl in our class.” Susannah’s eyes fill with tears and she walks away. Darien yells after her, “Crybaby, crybaby!” You have heard Darien say mean things about Susannah before. Sometimes he passes mean notes about her. You are not afraid to report this bullying. You report it immediately to the playground monitor. You classroom teacher is Mr. Haven. Adult Role:You play yourself. Today you are monitoring the playground during recess. You know David, who will report to you. He’s a fourth-grader in Mr. Haven’s class and gets along well with most people. You also know the other students David will tell you about. SCENARIO #1

30. Adult Role: You play yourself. This morning you are supervising the bus-unloading area. You don’t know Arlena, but you have seen her before. You are slightly familiar with the students Arlena will tell you about. • Student Role: You are Arlena, and you are in sixth grade. You just moved to a new house and have started taking a different bus to school. Four boys from another class are on the bus. They say things about your body that you don’t like. They make sexual comments about you to each other in the back of the bus. The driver can’t hear them. This morning, the boys pass around a drawing of a naked woman labeled with your name. You have told them several times to stop talking about you, but it seems to be getting worse. You decide to tell the staff person who is supervising the bus-loading area. You are concerned that the boys will retaliate if you tell what has been going on. Your classroom teacher is Mrs. Chang. You do not know whose room the boys are in. SCENARIO #2

31. Student Role: You are Louis, a bright third-grader with cerebral palsy. You use a crutch and have slowed speech. At recess, Angie, Calli, and Marta always refuse to play games if you are on their team. They call you retarded when they pass you in the hallway. This morning in P.E., they made fun of the way you walk. They did this when the teacher wasn’t looking. This type of bullying has been going on since school started two months ago. You decide to report to Mr. Bennett, who receives bullying reports at your school. He isn’t available, so you tell the library aide, who happens to be in the office. Your teacher is Mr. Zorn. Angie and Calli are in Ms. Albert’s class, and Marta is in Mrs. Lopez’s class. You aren’t afraid of retaliation but are worried that the girls will continue to bully you. You just want them to stop. Adult Role: You play yourself. You are in the office when Louis comes to talk with Mr. Bennett, who is designated to receive reports at your school. Louis will talk to you instead. Louis has cerebral palsy, talks slowly, and walks with a crutch. You know Louis and other students he will tell you about. SCENARIO #3

32. Some Facts About Social-Emotional Learning • Students who can self-regulate are better able to participate in and benefit from classroom instruction. • Having empathy prepares students to manage their own strong emotions and solve interpersonal problems with others. • Students who practice emotion managementby recognizing strong emotions and calming down cope better and are less prone to aggressive behaviors. • And when students use problem-solving skills to handle interpersonal conflicts with peers, they are less likely to engage in impulsive or aggressive behaviors. • In short, social-emotional learning promotes students’ school success and connectedness and contributes toward a safe and respectful school climate. It also helps prevent problem behaviors, peer rejection, impulsivity, and low academic achievement. So the question is, why shouldn’t we teach our children social-emotional skills?